Rigorous and relevant instruction prepares students to think critically so they can solve problems in unpredictable, real world situations.
Creating a Learning Environment for 21st Century Skills
· Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then create presentationsand productsto share what they have learned.
Rigor/Relevance Framework
·Quadrant A: “Acquisition”
oSimple Recall and basic understanding of knowledge for its own sake.
o Students gather and store bits of knowledge and information.
·Quadrant B: “Application”
o Students use acquired knowledge to solve problems, design solutions, and complete work.
·Quadrant C: “Assimilation”
oStudents extend and refine their acquired knowledge to be able to use it automatically and routinely to analyze and solve problems and to create unique solutions.
·Quadrant D: “Adaptation”
o Students think in complex ways as they apply knowledge and the skills they have acquired to new and unpredictable real-world situations.
o Students create solutions and take actions that further develop their skills and knowledge.
Benefits and Challenges of Increasing Rigor and Relevance
o Positive effects for teachers
o Student ownership of their learning
o Deeper understanding of content
o Students are more independent
o Improved problem-solving skills
o Increased student engagement.
o Fewer classroom disruptions
o Students are better able to work cooperatively
Challenges We Can Anticipate
o Learning a new framework and reconciling differences
o Understanding the interdisciplinary element
o Aligning assessment and instruction
o Having patience to let learning happen
o Analyzing important concepts—takes longer to teach
Introduction to the Gold Seal Template
1. Instructional Focus Statements
· These statements describe the goals of the lesson.
· These statements correspond to the areas commonly found in state standards and help determine where the task fits within the curriculum.
· If your lesson falls outside of the 4 core areas (English, Math, Science, Social Studies), look to competency goals in state or national standards.
2. Student Learning
· This is a list of what the students will be able to do as a result of the lesson activities.
· Teachers can give a quick review of the objects prior to implementing the lesson.
· These objectives can be taken from the NC Standard Course of Study.
3. Performance Task
· This is a clear and concise description of what the student is asked to do, generally in the context of real-world situations.
· The task may be written as instructions to either the teacher or student.
· It also includes any special instructions for the teacher regarding materials, set up, or other resources needed.
Performance tasks include:
o Student work that will be produced or performed
o How work will be performed (group or individual)
o Specific learning context
o Resources students will be provided or have to acquire
o Setting where students will complete the work
o Conditions (often real world) under which the work will be done
Performance Task Description
4. Essential Skills
· The International Center for Leadership in Education conducts nationwide surveys of curriculum topics to determine what educators and the general public believe are the most essential skills and knowledge for students to have acquired by the time they graduate from high school.
· The survey’s primary purpose is to serve as a point of departure for a school to begin considering what must be taught in the limited number of hours available in the school year.
· Each lesson includes a list of related Essential Skills.
5. Scoring Guide
· Each lesson includes a scoring guide.
· The scoring guide is a “measuring stick” for teacher and student.
· Both of them can use it to determine how well the student has mastered the skills and knowledge covered.
· Should mirror student learning section of the lesson.
· Twp generic versions are included in the template.
6. Attachments
· Many of the lessons include additional resources for teachers.
· Handouts for students are referenced in the attachment section of the lessons.
Checklist for GSL Submission
Prior to submitting your lesson to the gold seal lesson service of the Successful Practices Network, review the following checklist against your lesson. You should be able to answer “yes” to all of the items (except those identified as optional). Please submit your lesson using the Gold Seal Lesson template provided below.
Gold Seal Lesson Components
Yes/No
Have you included Instructional Focus statements?
Does your Student Learning section include a bulleted list of what students should know and be able to do as a result of this lesson such as concepts, knowledge, skills, and behaviors?
Have you included a Performance Task overview (3 – 4 sentences) of what students will do during the lesson?
Does your Description section (within the performance task) includestep-by-step instructions on how the lesson will unfold; including instructional strategies?
Will other teachers be able to replicate this lesson?
Are you able to justify that your lesson falls into the Quadrant D of the Rigor and Relevance Framework?
Have you included and listed the National Essential Skills from the International Center’s 2007 study for English language arts, math, science and social studies (optional)?
Have you created and attached a scoring guide?
Have you attached all worksheets, resources, etc. that are necessary for this lesson?
If you included web links, are they correct?
Have you included and listed the source of state or school specific standards (optional)?
Have you included your name, email and name of your school on the lesson?
GOLDSEALLESSONTemplate
Lesson Title
Subject(s) ??
Rigor/Relevance Framework
Grade Level 9-12
Instructional Focus
Copy/paste statements from list of Instructional Focus statements.
Student Learning
What students should know and be able to do as a result of this lesson such as concepts, knowledge, skills, and behaviors. For example: · Students will design a poster. · Students will analyze data.
Performance Task
Overview A description of how a student is expected to demonstrate learning (understanding, knowledge and skills). The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators. Middle School math example: Students will design a poster of a circle graph on the topic of “Healthy Snacks in Snack Machines” based on a survey of at least 100 students regarding which snack they prefer. Make recommendations to the principal about which snacks should be put into school machines, using data and a graph. Description Teacher procedures (step-by-step instructions on how the lesson will unfold; including instructional strategies)
Essential Skills
Copy/paste essential skills from the National Essential Skills in English language arts, math, social studies and science (about 10 total).
Assessment
Rubric, multiple choice, short answer or other questions
Attachments/ Resources
Worksheets, handouts, etc.
Standards
State Standards – optional List the source of the standards and the individual standards this lesson addresses.
Submitted by:Name, School, email
Gold Seal Lessons
Rigorous and relevant instruction prepares students to think critically so they can solve problems in unpredictable, real world situations.
Creating a Learning Environment for 21st Century Skills
· Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then create presentationsand productsto share what they have learned.
Rigor/Relevance Framework
·Quadrant A: “Acquisition”
oSimple Recall and basic understanding of knowledge for its own sake.
o Students gather and store bits of knowledge and information.
·Quadrant B: “Application”
o Students use acquired knowledge to solve problems, design solutions, and complete work.
·Quadrant C: “Assimilation”
oStudents extend and refine their acquired knowledge to be able to use it automatically and routinely to analyze and solve problems and to create unique solutions.
·Quadrant D: “Adaptation”
o Students think in complex ways as they apply knowledge and the skills they have acquired to new and unpredictable real-world situations.
o Students create solutions and take actions that further develop their skills and knowledge.
Benefits and Challenges of Increasing Rigor and Relevance
o Positive effects for teachers
o Student ownership of their learning
o Deeper understanding of content
o Students are more independent
o Improved problem-solving skills
o Increased student engagement.
o Fewer classroom disruptions
o Students are better able to work cooperatively
Challenges We Can Anticipate
o Learning a new framework and reconciling differences
o Understanding the interdisciplinary element
o Aligning assessment and instruction
o Having patience to let learning happen
o Analyzing important concepts—takes longer to teach
Introduction to the Gold Seal Template
1. Instructional Focus Statements
· These statements describe the goals of the lesson.
· These statements correspond to the areas commonly found in state standards and help determine where the task fits within the curriculum.
· If your lesson falls outside of the 4 core areas (English, Math, Science, Social Studies), look to competency goals in state or national standards.
2. Student Learning
· This is a list of what the students will be able to do as a result of the lesson activities.
· Teachers can give a quick review of the objects prior to implementing the lesson.
· These objectives can be taken from the NC Standard Course of Study.
3. Performance Task
· This is a clear and concise description of what the student is asked to do, generally in the context of real-world situations.
· The task may be written as instructions to either the teacher or student.
· It also includes any special instructions for the teacher regarding materials, set up, or other resources needed.
Performance tasks include:
o Student work that will be produced or performed
o How work will be performed (group or individual)
o Specific learning context
o Resources students will be provided or have to acquire
o Setting where students will complete the work
o Conditions (often real world) under which the work will be done
Performance Task Description
4. Essential Skills
· The International Center for Leadership in Education conducts nationwide surveys of curriculum topics to determine what educators and the general public believe are the most essential skills and knowledge for students to have acquired by the time they graduate from high school.
· The survey’s primary purpose is to serve as a point of departure for a school to begin considering what must be taught in the limited number of hours available in the school year.
· Each lesson includes a list of related Essential Skills.
5. Scoring Guide
· Each lesson includes a scoring guide.
· The scoring guide is a “measuring stick” for teacher and student.
· Both of them can use it to determine how well the student has mastered the skills and knowledge covered.
· Should mirror student learning section of the lesson.
· Twp generic versions are included in the template.
6. Attachments
· Many of the lessons include additional resources for teachers.
· Handouts for students are referenced in the attachment section of the lessons.
Checklist for GSL Submission
Prior to submitting your lesson to the gold seal lesson service of the Successful Practices Network, review the following checklist against your lesson. You should be able to answer “yes” to all of the items (except those identified as optional). Please submit your lesson using the Gold Seal Lesson template provided below.
Gold Seal Lesson Components
Yes/No
Have you included Instructional Focus statements?
Does your Student Learning section include a bulleted list of what students should know and be able to do as a result of this lesson such as concepts, knowledge, skills, and behaviors?
Have you included a Performance Task overview (3 – 4 sentences) of what students will do during the lesson?
Does your Description section (within the performance task) includestep-by-step instructions on how the lesson will unfold; including instructional strategies?
Will other teachers be able to replicate this lesson?
Are you able to justify that your lesson falls into the Quadrant D of the Rigor and Relevance Framework?
Have you included and listed the National Essential Skills from the International Center’s 2007 study for English language arts, math, science and social studies (optional)?
Have you created and attached a scoring guide?
Have you attached all worksheets, resources, etc. that are necessary for this lesson?
If you included web links, are they correct?
Have you included and listed the source of state or school specific standards (optional)?
Have you included your name, email and name of your school on the lesson?
GOLDSEALLESSONTemplate
Lesson Title
Subject(s) ??
Rigor/Relevance Framework
Grade Level 9-12
Instructional Focus
Copy/paste statements from list of Instructional Focus statements.
Student Learning
What students should know and be able to do as a result of this lesson such as concepts, knowledge, skills, and behaviors. For example: · Students will design a poster. · Students will analyze data.
Performance Task
Overview A description of how a student is expected to demonstrate learning (understanding, knowledge and skills). The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators. Middle School math example: Students will design a poster of a circle graph on the topic of “Healthy Snacks in Snack Machines” based on a survey of at least 100 students regarding which snack they prefer. Make recommendations to the principal about which snacks should be put into school machines, using data and a graph. Description Teacher procedures (step-by-step instructions on how the lesson will unfold; including instructional strategies)
Essential Skills
Copy/paste essential skills from the National Essential Skills in English language arts, math, social studies and science (about 10 total).
Assessment
Rubric, multiple choice, short answer or other questions
Attachments/ Resources
Worksheets, handouts, etc.
Standards
State Standards – optional List the source of the standards and the individual standards this lesson addresses.
(compiled by Christine Miles)
Rigorous and relevant instruction prepares students to think critically so they can solve problems in unpredictable, real world situations.
Creating a Learning Environment for 21st Century Skills
· Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then create presentations and products to share what they have learned.
Rigor/Relevance Framework
· Quadrant A: “Acquisition”
o Simple Recall and basic understanding of knowledge for its own sake.
o Students gather and store bits of knowledge and information.
· Quadrant B: “Application”
o Students use acquired knowledge to solve problems, design solutions, and complete work.
· Quadrant C: “Assimilation”
o Students extend and refine their acquired knowledge to be able to use it automatically and routinely to analyze and solve problems and to create unique solutions.
· Quadrant D: “Adaptation”
o Students think in complex ways as they apply knowledge and the skills they have acquired to new and unpredictable real-world situations.
o Students create solutions and take actions that further develop their skills and knowledge.
Benefits and Challenges of Increasing Rigor and Relevance
o Positive effects for teachers
o Student ownership of their learning
o Deeper understanding of content
o Students are more independent
o Improved problem-solving skills
o Increased student engagement.
o Fewer classroom disruptions
o Students are better able to work cooperatively
Challenges We Can Anticipate
o Learning a new framework and reconciling differences
o Understanding the interdisciplinary element
o Aligning assessment and instruction
o Having patience to let learning happen
o Analyzing important concepts—takes longer to teach
Introduction to the Gold Seal Template
1. Instructional Focus Statements
· These statements describe the goals of the lesson.
· These statements correspond to the areas commonly found in state standards and help determine where the task fits within the curriculum.
· If your lesson falls outside of the 4 core areas (English, Math, Science, Social Studies), look to competency goals in state or national standards.
2. Student Learning
· This is a list of what the students will be able to do as a result of the lesson activities.
· Teachers can give a quick review of the objects prior to implementing the lesson.
· These objectives can be taken from the NC Standard Course of Study.
3. Performance Task
· This is a clear and concise description of what the student is asked to do, generally in the context of real-world situations.
· The task may be written as instructions to either the teacher or student.
· It also includes any special instructions for the teacher regarding materials, set up, or other resources needed.
Performance tasks include:
o Student work that will be produced or performed
o How work will be performed (group or individual)
o Specific learning context
o Resources students will be provided or have to acquire
o Setting where students will complete the work
o Conditions (often real world) under which the work will be done
Performance Task Description
4. Essential Skills
· The International Center for Leadership in Education conducts nationwide surveys of curriculum topics to determine what educators and the general public believe are the most essential skills and knowledge for students to have acquired by the time they graduate from high school.
· The survey’s primary purpose is to serve as a point of departure for a school to begin considering what must be taught in the limited number of hours available in the school year.
· Each lesson includes a list of related Essential Skills.
5. Scoring Guide
· Each lesson includes a scoring guide.
· The scoring guide is a “measuring stick” for teacher and student.
· Both of them can use it to determine how well the student has mastered the skills and knowledge covered.
· Should mirror student learning section of the lesson.
· Twp generic versions are included in the template.
6. Attachments
· Many of the lessons include additional resources for teachers.
· Handouts for students are referenced in the attachment section of the lessons.
Checklist for GSL Submission
Prior to submitting your lesson to the gold seal lesson service of the Successful Practices Network, review the following checklist against your lesson. You should be able to answer “yes” to all of the items (except those identified as optional). Please submit your lesson using the Gold Seal Lesson template provided below.
??
Framework
Focus
Learning
· Students will design a poster.
· Students will analyze data.
Task
A description of how a student is expected to demonstrate learning (understanding, knowledge and skills). The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.
Middle School math example: Students will design a poster of a circle graph on the topic of “Healthy Snacks in Snack Machines” based on a survey of at least 100 students regarding which snack they prefer. Make recommendations to the principal about which snacks should be put into school machines, using data and a graph.
Description
Teacher procedures
(step-by-step instructions on how the lesson will unfold; including instructional strategies)
Skills
Resources
List the source of the standards and the individual standards this lesson addresses.
Submitted by: Name, School, email
Gold Seal Lessons
Rigorous and relevant instruction prepares students to think critically so they can solve problems in unpredictable, real world situations.
Creating a Learning Environment for 21st Century Skills
· Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then create presentations and products to share what they have learned.
Rigor/Relevance Framework
· Quadrant A: “Acquisition”
o Simple Recall and basic understanding of knowledge for its own sake.
o Students gather and store bits of knowledge and information.
· Quadrant B: “Application”
o Students use acquired knowledge to solve problems, design solutions, and complete work.
· Quadrant C: “Assimilation”
o Students extend and refine their acquired knowledge to be able to use it automatically and routinely to analyze and solve problems and to create unique solutions.
· Quadrant D: “Adaptation”
o Students think in complex ways as they apply knowledge and the skills they have acquired to new and unpredictable real-world situations.
o Students create solutions and take actions that further develop their skills and knowledge.
Benefits and Challenges of Increasing Rigor and Relevance
o Positive effects for teachers
o Student ownership of their learning
o Deeper understanding of content
o Students are more independent
o Improved problem-solving skills
o Increased student engagement.
o Fewer classroom disruptions
o Students are better able to work cooperatively
Challenges We Can Anticipate
o Learning a new framework and reconciling differences
o Understanding the interdisciplinary element
o Aligning assessment and instruction
o Having patience to let learning happen
o Analyzing important concepts—takes longer to teach
Introduction to the Gold Seal Template
1. Instructional Focus Statements
· These statements describe the goals of the lesson.
· These statements correspond to the areas commonly found in state standards and help determine where the task fits within the curriculum.
· If your lesson falls outside of the 4 core areas (English, Math, Science, Social Studies), look to competency goals in state or national standards.
2. Student Learning
· This is a list of what the students will be able to do as a result of the lesson activities.
· Teachers can give a quick review of the objects prior to implementing the lesson.
· These objectives can be taken from the NC Standard Course of Study.
3. Performance Task
· This is a clear and concise description of what the student is asked to do, generally in the context of real-world situations.
· The task may be written as instructions to either the teacher or student.
· It also includes any special instructions for the teacher regarding materials, set up, or other resources needed.
Performance tasks include:
o Student work that will be produced or performed
o How work will be performed (group or individual)
o Specific learning context
o Resources students will be provided or have to acquire
o Setting where students will complete the work
o Conditions (often real world) under which the work will be done
Performance Task Description
4. Essential Skills
· The International Center for Leadership in Education conducts nationwide surveys of curriculum topics to determine what educators and the general public believe are the most essential skills and knowledge for students to have acquired by the time they graduate from high school.
· The survey’s primary purpose is to serve as a point of departure for a school to begin considering what must be taught in the limited number of hours available in the school year.
· Each lesson includes a list of related Essential Skills.
5. Scoring Guide
· Each lesson includes a scoring guide.
· The scoring guide is a “measuring stick” for teacher and student.
· Both of them can use it to determine how well the student has mastered the skills and knowledge covered.
· Should mirror student learning section of the lesson.
· Twp generic versions are included in the template.
6. Attachments
· Many of the lessons include additional resources for teachers.
· Handouts for students are referenced in the attachment section of the lessons.
Checklist for GSL Submission
Prior to submitting your lesson to the gold seal lesson service of the Successful Practices Network, review the following checklist against your lesson. You should be able to answer “yes” to all of the items (except those identified as optional). Please submit your lesson using the Gold Seal Lesson template provided below.
??
Framework
Focus
Learning
· Students will design a poster.
· Students will analyze data.
Task
A description of how a student is expected to demonstrate learning (understanding, knowledge and skills). The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.
Middle School math example: Students will design a poster of a circle graph on the topic of “Healthy Snacks in Snack Machines” based on a survey of at least 100 students regarding which snack they prefer. Make recommendations to the principal about which snacks should be put into school machines, using data and a graph.
Description
Teacher procedures
(step-by-step instructions on how the lesson will unfold; including instructional strategies)
Skills
Resources
List the source of the standards and the individual standards this lesson addresses.
Submitted by: Name, School, email